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™
26 Special Education: Hearing Impaired
This test is now delivered as a computer-based test.
See www.aepa.nesinc.com for current program information.
AZ-SG-FLD026-01
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excerpts used herein, is protected by federal copyright law.
Copyright © 2005 by National Evaluation Systems, Inc. (NES®)
"AEPA," "Arizona Educator Proficiency Assessments," and the "AEPA" logo are trademarks of
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TABLE OF CONTENTS
TM
Field 26: Special Education: Hearing Impaired
PART 1: GENERAL INFORMATION ABOUT THE AEPA AND TEST PREPARATION
AN OVERVIEW OF THE AEPA........................................................................................... 1-1
Test Development Process
Characteristics of the AEPA
Test Administration
How AEPA Test Scores Are Computed and Reported
HOW TO PREPARE FOR THE TESTS ................................................................................... 1-3
Study the Test Objectives
Focus Your Studies
Identify Resources
Develop Study Techniques
Answer the Practice Questions
Review the Sample Answer Sheet and Written Response Booklet
Test Directions
Sample Answer Sheet
Sample Written Response Booklet
WHAT TO EXPECT THE DAY OF THE TEST ........................................................................ 1-12
The Morning of the Administration
At the Test Site
SAMPLE TEST OBJECTIVES AND QUESTIONS .................................................................. 1-13
Organization of the Test Objectives
Question Formats and Strategies
Selected-Response-Question Formats
Performance Assignment Formats
Evaluation of the Sample Written Performance Assignment Response
PART 2: FIELD-SPECIFIC INFORMATION
INTRODUCTION ................................................................................................................. 2-1
TEST OBJECTIVES .............................................................................................................. 2-2
PRACTICE QUESTIONS ...................................................................................................... 2-7
ANSWER KEY ..................................................................................................................... 2-16
STUDY GUIDE ORDER FORM
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PART 1:
GENERAL INFORMATION ABOUT
THE AEPA™ AND TEST PREPARATION
Part 1 of this study guide is contained in a separate PDF file. Click the link below to view or
print this section:
General Information About the AEPA and Test Preparation
PART 2:
FIELD-SPECIFIC INFORMATION
TM
Field 26: Special Education: Hearing Impaired
INTRODUCTION
This section includes a list of the test objectives, practice questions, and an answer key for the selectedresponse questions.
Test objectives. As noted earlier, the test objectives are broad, conceptual statements that reflect the
knowledge, skills, and understanding an entry-level educator needs to practice effectively in Arizona schools.
The list of test objectives for each test field is the only source of information about what a specific test will
cover and therefore should be studied carefully.
Practice questions. The practice selected-response questions and practice performance assignments included
in this section are designed to give you an introduction to the nature of the questions included in the AEPA
tests. The practice questions represent the various types of questions you may expect to see on an actual test;
however, they are not designed to provide diagnostic information to help you identify specific areas of
individual strengths and weaknesses or to predict your performance on the test as a whole.
When you answer the practice questions, you may wish to use the sample answer sheet and sample Written
Response Booklet provided in Part 1 to acquaint yourself with these materials. Use the answer key located
after the practice questions to check your answers. Sample responses are provided immediately following
each written performance assignment. The sample responses in this guide are for illustrative purposes only.
Your written response should be your original work, written in your own words, and not copied or
paraphrased from some other work.
To help you identify how the test objectives are measured, the objective statement to which the question
corresponds is listed in the answer key. When you are finished with the practice questions, you may wish to
go back and review the entire list of test objectives and descriptive statements for your test field.
Arizona Educator Proficiency Assessments Study Guide
2-1
TEST OBJECTIVES
Field 26: Special Education: Hearing Impaired
SUBAREAS:
1.
2.
3.
4.
Understanding Students Who Are Deaf or Hard of Hearing
Assessing Students and Developing Individualized Education Programs (IEPs)
Promoting Student Development and Learning
Working in a Collaborative Learning Community
UNDERSTANDING STUDENTS WHO ARE DEAF OR HARD OF HEARING
0001
Understand the role language plays in learning and the effects of hearing loss on development and
learning.
For example: the potential effects of hearing loss on children's language, speech, cognitive, social,
and emotional development; characteristics of language and speech development typical among
children who have hearing loss; processes by which learning occurs; applications of learning
theories for students who are deaf or hard of hearing; factors that may affect learning (e.g., family
language, etiology and onset of hearing loss); and effects of other disabilities in conjunction with
hearing loss.
0002
Understand processes involved in hearing and characteristics of all types and degrees of hearing loss.
For example: the auditory system and normal auditory development; effects of various factors
(e.g., physiological, disease) on hearing; types and degrees of hearing loss, their causes,
characteristics, and implications; student behaviors that may indicate the presence of a hearing
loss; and knowledge of acoustics and ways to create optimal acoustic environments for students
who are deaf or hard of hearing.
0003
Understand language (including oral, written, and sign language) and language development.
For example: theories relating to language development; typical stages and processes of language
development (including oral, written, and sign language); phonological, semantic, morphemic,
syntactic, and pragmatic aspects of language; linguistic features of English and American Sign
Language; factors affecting language development (e.g., cognitive, environmental); forms and
functions of language in communicative contexts; and relationships between language and
cognition, reading, and achievement.
0004
Understand speech and speech development.
For example: anatomical structures and processes involved in speech production; acoustic aspects
of speech; typical progressions in and characteristics of speech development; factors affecting
speech development; developmental speech characteristics of children who are deaf or hard of
hearing; and visual, auditory, and tactile aspects of speech.
2-2
Arizona Educator Proficiency Assessments Study Guide
Special Education: Hearing Impaired
ASSESSING STUDENTS AND DEVELOPING INDIVIDUALIZED EDUCATION PROGRAMS (IEPs)
0005
Understand assessment procedures for evaluating individual differences and making placement and
programming decisions for students with disabilities.
For example: types and characteristics of informal and formal assessments used to make placement
and programming decisions; methods for determining learning styles and strengths; interpretation
and use of assessment information to identify and understand students with special needs, to make
placement and program recommendations, and to monitor progress; and assessment-related issues
in special education (e.g., early identification and intervention, nondiscriminatory assessment).
0006
Interpret assessment results related to students' auditory functioning.
For example: types and characteristics of formal and informal assessments of auditory function;
procedures for conducting different types of assessments (including screening procedures and
procedures for ongoing assessment of auditory behavior in the classroom); and interpretation of
assessment results.
0007
Apply procedures for assessing the receptive and expressive language of students who are deaf or hard of
hearing.
For example: types and characteristics of formal and informal language assessments used with
students who are deaf or hard of hearing; basic procedures for conducting different types of
receptive and expressive language assessments, including ongoing language assessment; and
interpretation of assessment results.
0008
Understand procedures for assessing speech in students who are deaf or hard of hearing.
For example: types and characteristics of formal and informal speech assessments used with
students who are deaf or hard of hearing; procedures for conducting different types of speech
assessments, including ongoing speech assessment; and interpretation and implication of assessment
results.
0009
Apply procedures for assessing the academic achievement of students who are deaf or hard of hearing.
For example: types and characteristics of formal and informal assessments of academic
achievement; procedures for conducting assessments of academic achievement, including
ongoing assessment; and interpretation of assessment results.
0010
Apply procedures for developing and implementing Individualized Education Programs (IEPs) for students
who are deaf or hard of hearing.
For example: roles and functions of team members; factors and procedures in gathering
information, creating and maintaining records, determining appropriate placements, and developing
IEPs for students who are deaf or hard of hearing; components of an IEP; and evaluation of student
progress with respect to the general curriculum and IEP goals.
Arizona Educator Proficiency Assessments Study Guide
2-3
Special Education: Hearing Impaired
PROMOTING STUDENT DEVELOPMENT AND LEARNING
0011
Understand how to establish a positive and productive learning environment for students with special
needs.
For example: factors in the learning environment that affect students' self-esteem and attitudes
toward learning; strategies for modifying learning environments to address diverse student
needs, particularly needs related to hearing loss; strategies for crisis prevention/intervention; and
individual and group management strategies and intervention techniques for achieving instructional
management goals (e.g., maintaining standards of behavior, maximizing time spent in learning).
0012
Understand amplification methods and strategies for promoting auditory skill development in students
who are deaf or hard of hearing.
For example: types and uses of amplification systems (including hearing aids and auditory trainers)
and procedures for using and maintaining them; identification and modification of environmental
barriers for students who are deaf or hard of hearing; and strategies for developing auditory and
listening skills in students who are hearing impaired.
0013
Understand how to promote language development in students who are deaf or hard of hearing.
For example: strategies for helping students who are deaf or hard of hearing (including students
with additional exceptionalities) meet specified goals relating to oral, written, and sign language;
strategies for providing students with opportunities to use language meaningfully in authentic
settings; and evaluation, selection, and adaptation of instructional methods, resources, and
technologies to promote students' language development.
0014
Understand how to promote speech development in students who are deaf or hard of hearing.
For example: strategies for promoting the ability of students who are deaf or hard of hearing
(including students with additional exceptionalities) to meet specified speech goals; and evaluation,
selection, and adaptation of instructional methods, resources, and technologies to promote the
speech production of students who are deaf or hard of hearing.
0015
Understand how to meet the overall communication needs of students who are deaf or hard of hearing.
For example: historical and current educational and sociological issues related to individuals who
are deaf or hard of hearing (including students with additional exceptionalities); and modes of
communication (e.g., American Sign Language, various forms of manually coded English, auditoryoral approaches).
0016
Understand how to promote the academic achievement of students who are deaf or hard of hearing.
For example: ways in which hearing loss may affect students’ progress in the general education
curriculum; knowledge of elementary and secondary curricula and teaching methods in
reading, language arts, social studies, science, and mathematics; strategies for teaching reading,
comprehension skills, and academic content to students who are deaf or hard of hearing (including
students with additional exceptionalities); evaluation, selection, and adaptation of course content
and of instructional methods, resources, and technologies to promote achievement in students with
given language and auditory competencies; and appropriate goals, objectives, activities, programs,
and support to promote transition to post-secondary education or training.
2-4
Arizona Educator Proficiency Assessments Study Guide
Special Education: Hearing Impaired
0017
Understand how to promote the functional living competence of students who are deaf or hard of hearing.
For example: strategies for promoting the independent living and prevocational and
vocational skills of students who are deaf or hard of hearing (including students with additional
exceptionalities); strategies for providing learning experiences to enhance transition readiness;
and evaluation, selection, and adaptation of instructional strategies, materials, technologies, and
community resources to promote functional living, vocational/career competence, independent and
community living skills, citizenship skills, multicultural awareness, and participation in civic,
leisure, and recreational activities.
0018
Understand procedures for promoting self-advocacy in students who are deaf or hard of hearing.
For example: strategies that promote self-advocacy, self-determination, responsibility, flexibility,
tolerance, and increased independence in students; skills and behaviors that enhance self-advocacy;
ways to encourage students to seek assistance and resources in different situations; and strategies for
promoting students' understanding of their legal rights and their willingness to advocate for those
rights.
WORKING IN A COLLABORATIVE LEARNING COMMUNITY
0019
Understand how to promote strong school-home relationships.
For example: strategies for establishing and maintaining communication with families from a
variety of backgrounds; how to work collaboratively with families to promote their participation in
planning and implementing their children's education; and how to provide information, training,
support, counseling, and referrals to families whose children are deaf or hard of hearing.
0020
Understand how to establish partnerships with other members of the school community to enhance
learning opportunities for students who are deaf or hard of hearing.
For example: consultation, collaboration, and communication skills and strategies for working with
other school staff and support service providers (e.g., general education teachers) to solve problems
and promote student achievement; and strategies for effectively providing services in a variety of
educational contexts (e.g., providing training to other teaching professionals individually and
through inservice programs, coordinating instruction with other teaching professionals).
0021
Understand how to encourage school-community interactions that enhance learning opportunities for
students who are deaf or hard of hearing.
For example: strategies for accessing and working effectively with agencies and services that can
help meet the needs of students who are deaf or hard of hearing.
0022
Understand the history and philosophy of special education, key issues and trends, roles and
responsibilities, and legal and ethical issues relevant to special education.
For example: the historical and philosophical foundations of special education and education of
students who are deaf or hard of hearing; ways in which approaches to education for students who
are deaf or hard of hearing have changed over time; current issues and trends in special education;
legal and ethical issues in special education (e.g., confidentiality, personal involvement with
students and families, student discipline); roles and responsibilities (including professional
development) of teachers of students who are deaf or hard of hearing; mediation techniques;
and application of special education related regulations (e.g., the Individuals with Disabilities
Education Act [IDEA], Section 504 of the Rehabilitation Act, the Americans with Disabilities
Act [ADA]) and guidelines (e.g., regarding referral, evaluation, eligibility, equity, program
development, due process).
Arizona Educator Proficiency Assessments Study Guide
2-5
Special Education: Hearing Impaired
DISTRIBUTION OF SELECTED-RESPONSE ITEMS ON THE TEST FORM
4
1
2
3
Approximate Percentage
of Selected-Response
Items on Test Form
Subarea
2-6
1. Understanding Students Who Are Deaf or Hard of Hearing
19%
2. Assessing Students and Developing Individualized
Education Programs (IEPs)
26%
3. Promoting Student Development and Learning
36%
4. Working in a Collaborative Learning Community
19%
Arizona Educator Proficiency Assessments Study Guide
PRACTICE QUESTIONS
Field 26: Special Education: Hearing Impaired
1.
Use the diagram below to answer the
question that follows.
3.
Which of the following types of
information would be useful for
determining the reliability of a
formal assessment instrument?
A.
A panel of content experts has
indicated that questions on the
test are accurate and significant.
B.
Students who take the test more than
once receive similar scores each
time.
C.
Students who score high on the
test also score high on other
standardized tests.
D.
The test scores of students from
a variety of backgrounds are evenly
distributed across the range of
scores.
In this diagram, which of the following
structures is indicated by the arrow?
A.
eardrum
B.
stapes
C.
hammer
D.
cochlea
4.
2.
Which of the following manual
communication systems makes the
greatest use of facial expression,
posture, movement, and space?
A.
cued speech
B.
Signed English
C.
American Sign Language
D.
finger spelling
Arizona Educator Proficiency Assessments Study Guide
In diagnosing a hearing loss, a boneconduction test is primarily used to
measure which of the following?
A.
level of hearing in the inner ear
B.
automatic reflexes within the ear
C.
behavioral responses to auditory
stimuli
D.
functioning of the middle ear
2-7
Special Education: Hearing Impaired
5.
Use the student speech assessment data below to answer the question that follows.
Speech Evaluation
b
9
d
9
g
9
p
9
t
9
k
+
–
p
9
–
t
–
–
k
+
–
b
9
–
d
9
–
g
+
m –
n
–
P
–
w
9
j
+
U
9
l
9
r
9
h
9
f
9
q
+
Ò
9
s
+
v
9
ð
9
©
9
z
+
tÒ 9
d© 9
Key
(9) = consistently
(+) = inconsistently
(–) = not at all
According to these assessment data, the
student is experiencing most difficulty
with which type of consonants?
2-8
A.
liquids
B.
nasals
C.
plosives
D.
semivowels
Arizona Educator Proficiency Assessments Study Guide
Special Education: Hearing Impaired
6.
The IEP of a student with a hearing
impairment and special education needs
must include:
A.
evidence from research findings
documenting the appropriateness
of approaches selected for use.
Parents/guardians could best help a child
who is deaf or hard of hearing improve his
or her language skills by doing which of
the following?
A.
having the child sign ageappropriate materials while reading
B.
lesson plans to meet stated IEP
objectives.
B.
reviewing each day's language
lessons with the child after school
C.
a summary of projected annual
costs and staff hours required for
implementing the IEP.
C.
organizing family activities that
expose the child to new experiences
D.
having the child repeat phrases and
sentences signed by other family
members
D.
7.
8.
annual goals for the student's
individualized program.
Which of the following is an appropriate
procedure for the regular maintenance and
monitoring of a hearing aid?
A.
Wash each hearing component using
a mild cleaning solution.
B.
Check the batteries in the hearing
aid each day using a battery tester.
C.
Hold the hearing aid close to the ear
to check for feedback.
D.
Replace the earmold of the hearing
aid at least once a month.
Arizona Educator Proficiency Assessments Study Guide
9.
A student with a hearing impairment emits
excessive breath when pronouncing the
letter h. Which of the following is a visual
medium that would be especially helpful
in addressing this problem?
A.
a paper strip placed in front of
the face
B.
a mirror
C.
a light activated by a microphone
D.
a Visi-Pitch machine
2-9
Special Education: Hearing Impaired
10.
The family of a toddler who is deaf uses
American Sign Language as its native
language in the home. The parents ask a
teacher of the deaf and hard of hearing
how their child's language development is
likely to compare, in sequence and rate, to
that of hearing toddlers. Which of the
following is the best response to this
question?
A.
B.
2-10
The acquisition of sign language
parallels the acquisition of spoken
language because the same
linguistic principles apply to both
languages.
Because the two languages differ
fundamentally in syntax and
structure, they cannot be acquired at
the same rate.
C.
The acquisition of sign language is
somewhat delayed in comparison to
the acquisition of spoken language
because signing is acquired like a
second language.
D.
Because the two languages are
similar in syntax and structure, they
are acquired at about the same rate
and according to the same sequence.
11.
A special education teacher wants to
help the parents/guardians of students
who are deaf or hard of hearing gain a
better understanding of the special needs
of their children. The teacher could
meet this objective most effectively by
organizing a series of parent/guardian
workshops that focus on which of the
following topics?
A.
the etiology of types of hearing
impairments
B.
procedural requirements related
to the development of IEPs for
students who are deaf or hard of
hearing
C.
the interpretation of student hearing
assessment results
D.
instructional techniques for students
who are deaf or hard of hearing that
can be applied in a variety of
settings
Arizona Educator Proficiency Assessments Study Guide
Special Education: Hearing Impaired
12.
Beginning in the 1970s, widespread
dissatisfaction with oralism as an
instructional approach led most
educational institutions for deaf students
in the United States to adopt methods
characterized by:
A.
increased emphasis on
fingerspelling.
B.
concentration on the development of
auditory skills in preference to lip
reading.
C.
development of a total communication approach.
D.
replacement of instruction in oral
skills with instruction in sign
language.
Arizona Educator Proficiency Assessments Study Guide
2-11
Special Education: Hearing Impaired
Below are the directions for the Special Education: Hearing Impaired performance assignment.
DIRECTIONS FOR THE PERFORMANCE ASSIGNMENT
This section of the test consists of a performance assignment. The assignment can be found on the next
page. You are asked to prepare a written response of approximately 2–3 pages on the assigned topic. You
should use your time to plan, write, review, and edit your response for the assignment.
Read the assignment carefully before you begin to work. Think about how you will organize your response.
You may use any blank space in this test booklet to make notes, write an outline, or otherwise prepare your
response. However, your score will be based solely on the version of your response written in Written
Response Booklet B.
As a whole, your response must demonstrate an understanding of the knowledge and skills of the field. In
your response to the assignment, you are expected to demonstrate the depth of your understanding of the
content area through your ability to apply your knowledge and skills rather than merely to recite factual
information.
Your response will be evaluated based on the following criteria.
•
PURPOSE: the extent to which the response achieves the purpose of the assignment
•
SUBJECT MATTER KNOWLEDGE: accuracy and appropriateness in the application of subject
matter knowledge
•
SUPPORT: quality and relevance of supporting details
•
RATIONALE: soundness of argument and degree of understanding of the subject matter
The performance assignment is intended to assess subject knowledge content and skills, not writing ability.
However, your response must be communicated clearly enough to permit scorers to make a valid evaluation
of your response according to the criteria listed above. Your response should be written for an audience of
educators in this field. The final version of your response should conform to the conventions of edited
American English. This should be your original work, written in your own words, and not copied or
paraphrased from some other work.
Be sure to write about the assigned topic. Please write legibly. You may not use any reference materials
during the test. Remember to review your work and make any changes you think will improve your response.
2-12
Arizona Educator Proficiency Assessments Study Guide
Special Education: Hearing Impaired
Below is the scoring scale for the Special Education: Hearing Impaired performance assignment.
SUBJECT TESTS—PERFORMANCE ASSIGNMENT SCORING SCALE
Score
Point
4
3
2
1
U
B
Score Point Description
The "4" response reflects a thorough knowledge and understanding of the subject matter.
• The purpose of the assignment is fully achieved.
• There is a substantial, accurate, and appropriate application of subject matter knowledge.
• The supporting evidence is sound; there are high-quality, relevant examples.
• The response reflects an ably reasoned, comprehensive understanding of the topic.
The "3" response reflects an adequate knowledge and understanding of the subject matter.
• The purpose of the assignment is largely achieved.
• There is a generally accurate and appropriate application of subject matter knowledge.
• The supporting evidence is adequate; there are some acceptable, relevant examples.
• The response reflects an adequately reasoned understanding of the topic.
The "2" response reflects a limited knowledge and understanding of the subject matter.
• The purpose of the assignment is partially achieved.
• There is a limited, possibly inaccurate or inappropriate, application of subject matter knowledge.
• The supporting evidence is limited; there are few relevant examples.
• The response reflects a limited, poorly reasoned understanding of the topic.
The "1" response reflects a weak knowledge and understanding of the subject matter.
• The purpose of the assignment is not achieved.
• There is little or no appropriate or accurate application of subject matter knowledge.
• The supporting evidence, if present, is weak; there are few or no relevant examples.
• The response reflects little or no reasoning about or understanding of the topic.
The response is unrelated to the assigned topic, illegible, primarily in a language other than
English, not of sufficient length to score, or merely a repetition of the assignment.
There is no response to the assignment.
Arizona Educator Proficiency Assessments Study Guide
2-13
Special Education: Hearing Impaired
Practice Performance Assignment
13.
Read the information below; then complete the exercise that follows.
Sarah, a high school student with a severe hearing loss, wears hearing aids and is proficient in ASL.
Sarah will soon be turning 16, and her multidisciplinary team is making plans to develop transition
services for her.
Using your knowledge of post-school transition plans for students who are deaf or hard of hearing, write
an essay in which you:
2-14
•
describe two reasons why it is important for a transition plan to be developed for Sarah;
•
identify and discuss two specific domains that the transition plan should address;
•
choose one of the domains you have identified and describe two effective strategies for meeting
Sarah's needs in that domain; and
•
explain why the strategies you have suggested would be effective.
Arizona Educator Proficiency Assessments Study Guide
Special Education: Hearing Impaired
Sample Performance Assignment Response: Score Point 4
Every student with special needs who is about to turn 16 is entitled to transition services,
and this is certainly true of Sarah, a student with a severe hearing loss. Whether Sarah wishes
to pursue higher education or to find a job, she will need to be prepared to take full advantage
of the opportunities available to her. The appropriate transition services can do this by 1)
helping Sarah anticipate and prepare for situations she is likely to encounter on the job or at
college, and 2) helping her develop strategies that will promote her successful accomplishment of
her personal goals, whatever she decides to do after high school.
Two domains that a transition plan must address are the academic domain and the
social domain. These days, many students who are deaf or hard of hearing are pursuing higher
education, and many of them attend colleges and universities that are not colleges for the
deaf. If Sarah decides to attend a school with hearing individuals, her transition plan will need
to address her communication needs in both the academic domain and the social domain. For
example, it will be important for the plan to address ways to ensure that she is able to hear
her professors in class and to obtain all the information that her hearing classmates are
getting from lectures and class discussions. Socially, it will be important for her to have
strategies for participating in conversations with hearing students, often in situations where
there will be background noise that will make it harder for Sarah to follow what people are
saying.
Two strategies for meeting Sarah's needs in the academic domain are the following: One
effective strategy would be for Sarah to have an ASL interpreter accompany her to her
classes. The interpreter would sign the professor's lectures and also what was said by her
classmates during discussions. This would ensure that Sarah does not miss anything that is going
on and is in a position to perform her best because she has all the information she needs.
Another good strategy for meeting Sarah's academic needs could be to provide her with a tutor
to help her with the reading for her coursework. Because of the differences between English
and ASL, many deaf students have trouble with reading, even though their ability to
understand the content of the book is just fine. For this reason, it can be very helpful to a
student like Sarah to have a tutor help with her reading assignments so that the language used
in the book doesn't make it hard for her to understand something that she wouldn't have any
trouble with otherwise.
These strategies would be effective for the following reasons: The ASL interpreter would
be effective because Sarah is fluent in ASL and because she wouldn't have to rely exclusively on
aided hearing in an environment where there might be background noise or fast-moving
discussions that might be hard for her to follow. Having a tutor help with reading would be
effective because Sarah wouldn't have to spend extra time struggling with her reading and also
because the tutor could help her understand the concepts more clearly than she might if she
had to rely on just her own interpretation of her reading to understand them.
Arizona Educator Proficiency Assessments Study Guide
2-15
ANSWER KEY
Field 26: Special Education: Hearing Impaired
Question
Number
Correct
Response
Objective
1.
D
Understand processes involved in hearing and characteristics of all types and degrees
of hearing loss.
2.
C
Understand language (including oral, written, and sign language) and language
development.
3.
B
Understand assessment procedures for evaluating individual differences and making
placement and programming decisions for students with disabilities.
4.
A
Interpret assessment results related to students' auditory functioning.
5.
B
Understand procedures for assessing speech in students who are deaf or hard of
hearing.
6.
D
Apply procedures for developing and implementing Individualized Education
Programs (IEPs) for students who are deaf or hard of hearing.
7.
B
Understand amplification methods and strategies for promoting auditory skill
development in students who are deaf or hard of hearing.
8.
C
Understand how to promote language development in students who are deaf or hard
of hearing.
9.
A
Understand how to promote speech development in students who are deaf or hard of
hearing.
10.
A
Understand how to meet the overall communication needs of students who are deaf
or hard of hearing.
11.
D
Understand how to promote strong school-home relationships.
12.
C
Understand the history and philosophy of special education, key issues and trends,
roles and responsibilities, and legal and ethical issues relevant to special education.
2-16
Arizona Educator Proficiency Assessments Study Guide